Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom (Multicultural Education Series)

In this Second Edition of her bestseller, Christine Sleeter and new co-author Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement.

Book Features:

• Classroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations.
• Guidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum.
• Attention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs.
• A critique of the tensions between school reforms and progressive classroom practice.

“This second edition is a game changer for educators interested in powerful curriculum engineering to support new century students”
—H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education, University of Pittsburgh

“This text breaks new ground with a timely contribution that provides solid, potentially emancipatory grounding for a new, inclusive, research-based vision of curriculum, assessment, schools, and society.”
—Angela Valenzuela, author

“This is a book that teachers, teacher educators, policymakers, and researchers will continue to return to for guidance and inspiration.”
—Dolores Delgado Bernal, University of Utah